Lesson links Document 1 Churchill overview

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Lesson links
Document 1) Churchill overview

Document 2) Churchill and the Cold War—2nd paragraph, “Iron curtain speech”

Document 3) Letter from Eisenhower


Documents from the Russian Archives

Document 4) Overview, Ukrainian famine

Document 5) Politburo letter—Ukrainian famine

Document 6) Overview—Russian censorship

Document 7) Letter Exposing Imperialist Policies


Cartoons and images

Document 8) Cartoon, private lot

Document 9) Cartoon, wait for me

Document 10) Cartoon, Communist Paradise

Document 11) Cartoon, Tombstone


Note: Teacher should explain the difference between primary and secondary sources, and the student should be encouraged to identify each link as being either a primary or secondary source.

Analysis Questions

Refer to the following questions as a guide for viewing the LOC documents throughout the lesson. A short written answer to each question is helpful for following activities.

  1. Churchill clearly believed in the concept of an Iron Curtain. Was he alone in this perception? Who else shared this belief? Explain.

  1. How might actions such as the Ukrainian famine influence American perceptions of Russian Communism?

  1. Is the concept of the “Union of Writers” (in effect a propaganda instrument) in any way consistent with First amendment of the American Constitution? How might the very existence of such an organization influence American thought about Communism? Explain.

  1. The cartoons presented here were all written after the dramatic events that surrounded the demise of Communism in 1989. What do they say about the perception of Communism within Communist countries?

Activities –assigned for homework

1) Short Essay—5 points
The Soviet government always maintained that it was a movement for the people. Based on the available documents, are the Soviet actions consistent with the American concept of a “government of the People, by the people and for the people?”

2) Draw a cartoon about communism and the Cold War. Your cartoon can be subjective and somewhat open-ended. However, some useful topics for your cartoon might include any of the following:

Civil Liberties (or lack thereof)


Iron Curtain

Perceptions of Communism in the United States

Perceptions of Communism in the Soviet Union

Rubric for short essay

Answers and total point values may vary, but a useful rubric might include the following:
5 points—Excellent. The student uses information from the LOC, draws a conclusion, defends it admirably and shows a strong, fluid writing style with no major errors.
4 points—Good. The student draws a conclusion but either does not defend it thoroughly or can not express it well in writing.
3 points—Average. The student draws a conclusion, but either has errors, is not terribly original or has some fundamental flaws in writing.
2 points—barely passing. The student has identified some elements of a conclusion but can support it well and/or very poor writing style.
1 point—failing. The student has absolutely minimal information.
0 points—The student either does not submit an essay or submits work that is plagiarized, or of obviously inferior quality or quantity.

Note: If teacher desires, the essay may be tripled in point value to match the value for the cartoon

Rubric for Cartoon
Cartoons and grading can vary, but a useful rubric might include the following
5 points 3 points 1 point 0 points
Student clearly demonstrates Theme is clear, tangible, relevant Theme present, reader Theme present but poorly non-existent

a theme related to class. No guesswork required when reading must make guesses demonstrated and highly

as to content unclear

Content complexity

Student’s drawing clearly Cartoon clearly shows relationship between Cartoon shows ideology Ideology is barely present non-existent

demonstrates a relationship among competing ideologies in the Cold War but interaction is

various issues in the Cold War. questionable

The student must be able to show Cartoon clearly shows student’s originality Cartoon shows student Minimal interaction and/or non-existent

that he/she is not simply reciting and deliberate interaction with the materials. is interacting but perhaps engagement

facts but is actively engaged in The student is clearly actively engaged. not fully engaged.

the learning process by making

an original point.
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